Reflecting on Teaching Practice
Summary
TLDRThe video script emphasizes the critical role of reflection in teaching, highlighting its importance for continuous improvement and professional development. It underscores the value of feedback from students, parents, and peers in refining teaching practices and enhancing student engagement. The script outlines different types of reflection, including in-the-moment, after-the-moment, and outside reflection, and encourages teachers to utilize various tools and resources for gathering insights and promoting evidence-based changes in education.
Takeaways
- 📝 Reflection is a fundamental professional habit for teachers, aiding in the refinement of teaching practices and adjustment of learning goals.
- 🔄 Continuous improvement of the teaching process is significantly supported by reflective practices, which are beneficial both in and out of the classroom.
- 👨👧👦 Reflection outcomes include active student engagement, enhanced learning processes, and the cultivation of relationships among students, parents, and teachers, as well as personal professional development.
- 🔁 Reflection is based on feedback from various stakeholders, including students, parents, and colleagues, and is valuable at different educational levels.
- 🤔 Teachers can improve their teaching by observing student communication, learning material usage, and tracking interactions with students, parents, and colleagues.
- 🔍 Identifying patterns from gathered information allows teachers to answer specific questions and focus on targeted areas for improvement.
- 📚 Both informal and formal observations, such as taking notes during class activities, are crucial for gathering information for reflection.
- 📊 Utilizing tools like lesson checklists, surveys, and evaluations can provide structured feedback for teachers to reflect on their teaching.
- 💻 Online environments offer unique opportunities for reflection through quick polls and surveys to gather immediate student and parent feedback.
- 👥 Collaboration with fellow teachers and colleagues can enhance the reflection cycle and contribute to professional development.
- 🕒 There are three types of reflection: in-the-moment for immediate action, after-the-moment for future adjustments, and outside for broader professional exchange.
- 🌐 Outside reflection can extend beyond schools and districts, involving teachers from different regions in online communities for shared learning and growth.
- 🛠 Reflection is a cornerstone of professional development, promoting evidence-based changes in the classroom to advance teaching practices in a dynamic educational landscape.
Q & A
What is the primary professional habit of teachers that the transcript emphasizes?
-The primary professional habit emphasized in the transcript is reflection on the teaching process.
How does reflection contribute to the continuous improvement of the teaching process?
-Reflection helps refine current teaching practices, adjust learning goals and outcomes, and is an important component of continuous improvement in the teaching process.
What are the benefits of reflection for teachers both inside and outside the classroom?
-Reflection benefits teachers by leading to active student engagement, cultivating student-parent-teacher relationships, and fostering the teacher's own professional development.
What kind of feedback is the basis for teacher reflection?
-Teacher reflection is based on feedback from students, parents, and colleagues, and is valuable at a school level and beyond.
How can teachers share their reflection experiences to benefit others?
-Teachers can share their reflection experiences by discussing them with colleagues, which helps other teachers refine their teaching practices for their students' benefit.
What are the intentional actions involved in the reflection process?
-Intentional actions in the reflection process include observing student communication, monitoring and tracking communications with students, parents, and colleagues, and looking for patterns in the gathered information.
How can teachers gather information for reflection from students?
-Teachers can gather information for reflection from students through informal or formal observations, written or verbal feedback, and assessment results.
What tools can teachers use to facilitate reflection on their teaching practices?
-Teachers can use online resources like surveys and evaluations, lesson checklists, and polls to gather feedback and facilitate reflection on their teaching practices.
What are the three types of reflection mentioned in the transcript?
-The three types of reflection mentioned are in-the-moment reflection for immediate action, after-the-moment reflection for future action, and outside reflection for continued exchange among colleagues.
How can outside reflection practices benefit teachers?
-Outside reflection practices can benefit teachers by involving them in online teacher communities or professional learning networks, allowing them to share experiences and promote reflection practices in education beyond their school or district.
What role does reflection play in promoting evidence-based changes in the classroom?
-Reflection promotes evidence-based changes in the classroom by supporting the advancement of teaching practices and serving as a cornerstone of a teacher's professional development.
What additional resources are available for teachers to reflect on their teaching practices?
-Additional resources available for reflecting on teaching practices include a printable summary, related examples, articles, blogs, infographics, videos, and links to other related topics on the Blended and Online Teaching Hub webpage.
Outlines
📚 The Essence of Teacher Reflection
This paragraph emphasizes the importance of reflection in the teaching process, highlighting it as a key professional habit for continuous improvement. It discusses how reflection refines practices, adjusts learning goals, and benefits both in and out of the classroom. The outcomes of reflection include active student engagement, improved relationships among students, parents, and teachers, and the teacher's own professional development. It is based on feedback from various stakeholders and involves intentional actions such as observing communication patterns and gathering information for analysis. The paragraph also touches on different types of reflection: in-the-moment for immediate action, after-the-moment for future adjustments, and outside for broader professional exchange.
Mindmap
Keywords
💡Reflection
💡Continuous Improvement
💡Student Engagement
💡Professional Development
💡Feedback
💡In-the-Moment Reflection
💡After-the-Moment Reflection
💡Outside Reflection
💡Assessment Results
💡Informal Observations
💡Online Resources
💡Professional Learning Networks
Highlights
Reflection is a key professional habit for teachers, aiding in the refinement of teaching practices and adjustment of learning goals.
It is a crucial component in the continuous improvement of the teaching process.
Reflection benefits not only classroom activities but also extends beyond.
Outcomes of reflection include active student engagement, cultivation of relationships, and professional development.
Feedback from students, parents, and colleagues is foundational for reflection.
Sharing reflection experiences among teachers helps refine practices for student benefit.
Reflection involves intentional actions such as observing student communication and material usage.
Monitoring and tracking communications with students, parents, and colleagues is part of the reflective process.
Gathering information and looking for patterns is essential for focused reflection.
Informal and formal observations of students in the classroom are key for reflection.
Using student feedback and assessment results as information for reflection is important.
Online resources such as surveys and evaluations facilitate the gathering of feedback.
Lesson checklists and tools provide opportunities for reflection on teaching practices.
Quick polls and surveys can be used to gather immediate feedback on the learning experience.
Involving colleagues in the learning experience can provide valuable feedback and extend professional development.
There are three types of reflection: in-the-moment, after-the-moment, and outside for broader exchange.
In-the-moment reflection can guide immediate classroom adjustments to assist students.
After-the-moment reflection uses notes and assessments to improve future classroom facilitation.
Outside reflection involves interaction with teachers globally, promoting shared success stories and practices.
Reflection supports evidence-based changes, advancing teaching practices and professional development.
Reflection is a cornerstone of maintaining the quality of education in a changing world.
Additional resources are available for further exploration of reflective teaching practices.
Transcripts
Reflection on the teaching process is one of the primary professional habits of teachers.
Reflection helps refine current teaching practices and adjust learning goals and outcomes.
Reflection is an important component of continuous improvement of the teaching process.
Reflection is beneficial, both inside the classroom and out.
Reflection's outcomes are active student engagement and learning process,
cultivation of student-parent-teacher relationships, and one's own professional
development. Reflection is based on feedback from students, parents, and colleagues,
and is valuable at a school level and beyond. When teachers share reflection experiences,
they help other teachers refine teaching practices for their students' good.
Reflection involves a set of intentional actions. It is important to watch how students communicate
and use the learning materials, additionally monitoring and tracking communications with
students, parents, and colleagues. After all the information is gathered, it is important to
look for patterns and reflect. Focusing on one pattern at a time helps the teacher to answer
specific questions. More gathered information creates more opportunities for reflection.
In addition to observing students in the classroom, it is important to use students'
written or verbal feedback and assessment results as information for reflection. A teacher can
observe their students informally or formally. Informally, a teacher might take notes while
watching how their students work in small groups or "breakout rooms" online as part of a class
activity. With a systematic approach, a teacher would then add to the notes,
and use them for reflection on the learning activity and the associated student engagement.
Feedback from students and parents might be observed, written, or both.
Using online resources such as surveys and evaluations help gather feedback.
Lesson checklists and similar tools provide additional opportunities for teachers to reflect.
In online environments, run a quick poll and ask students to answer multiple-choice
or open-ended questions about their learning experience immediately after the class session,
or ask our parents for feedback by sending them a link to a survey. Additionally, fellow
teachers and other colleagues can be an asset in establishing a routine reflection cycle. Inviting
other teachers and colleagues into the learning experience to make observations is a great way
to garner feedback. These types of informal observations, and subsequent conversations,
can further extend teacher-organized professional development sessions at a school level.
There are three types of reflection: in-the-moment reflection for immediate action, after-the-moment
reflection for future action, and outside reflection for continued exchange of reflective
experience among the teacher's colleagues. A teacher taking notes during a class activity
is an example of in-the-moment reflection. The teacher might use this process to consider how
to better help students who need assistance or disengage from the activity. After-the-moment,
the teacher might use notes and student or group assessment results to see how to adjust classroom
facilitation for the quality of the learning materials to improve student group work and
assessment results. Using information for the observations and feedback to reflect,
it is then possible to make necessary adjustments.
Outside reflection practices go beyond schools, and even school districts, and can involve
teachers from different states or even countries interacting in online teacher communities or
professional learning networks. In many cases, it is beneficial to opt opt-in to such professional
interactions to share reflections success stories and promote reflection practices in education.
Reflection promotes evidence-based changes in the classroom to advance teaching practices
and is one of the cornerstones of a teacher's professional development.
Reflection supports the quality of education in today's ever-changing world.
Additional resources on Reflecting on Teaching Practice are available on
this webpage. Resources include: a printable summary; related examples, articles, blogs,
infographics, and videos; and links to other related Blended and Online Teaching Hub topics.
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